This article explores the complex relationship between researcher and respondent through shared experience and interaction in the interview processes. Ethical considerations related to the balance of power and potential for change in respondents’ professional actions and decisions post-interview are discussed whilst problematizing the concept of truly informed consent. Informed by critical incident analysis, the article draws on the researcher’s experience of undertaking a qualitative-based study founded in the principles of phenomenological hermeneutics. Concluded in 2016, the research investigates the impact of pedagogical training programs on respondents’ teaching practice and engagement with professional learning. Respondents, experienced lecturers working in the adult education sectors in Scotland and Wales, contacted the researcher to share their post-interview experiences. The research was not designed to elicit change in respondents, nor influence professional choice or practice. However, each communication received attributed participating in the research as the source for renewed interest and engagement in professional learning. Although research interviews becoming an enriching experience for respondents is a recorded phenomenon the ascribed effects were profound, potentially life-changing, and not fully anticipated. Ethical considerations for researchers designing and undertaking interview-based research are considered alongside the potential for engagement in research interviews as a catalyst for professional learning in practice.

Despite several decades of research on governance, very little is known about processes and practices of governing and, crucially, the links between governing and organisational performance. This has led to calls to penetrate the 'black box' of the boardroom by conducting research which draws on data gathered through direct observation. Such calls, however, have so far produced a rather sparse and inchoate literature which would benefit from review in order to give shape to the field and provide direction for future research. Here, we critically examine the findings of this research, focusing on three emergent themes: (1) the extent to which empirical research supports the established theories in the field, particularly agency and stewardship theories; (2) what research says about 'good' and 'effective' governance and the relationship between them; and (3) the methodological and conceptual orientations which frame this research, and the claims made for 'processual' approaches. We conclude with an agenda for taking the field forward in order to extend knowledge and to contribute to theory around governing.

This paper presents the initial findings of a research project that aims to investigate the impact of teacher training for lecturers in post-compulsory education on engagement with continuing professional development (CPD) for learning and teaching. The majority of colleges and universities operating in the UK now ensure that all teaching staff are given access to training in skills for learning and teaching. This training can take many different forms and this paper explores the potential differences in outcome and influence on engagement with CPD and lifelong learning of graduates from these programmes. For the study, 18 lecturers from different colleges (one large multi-campus college in Scotland and another in Wales) provided narrative accounts about their professional background, training and qualifications prior to initial lecturer training and their route into teaching in further education. Respondents then engaged in semi-structured interviews about their experiences in lecturer training and ongoing engagement with CPD and further learning post-training. The findings indicate that respondents feel insufficient emphasis is placed on vocational skills training, meeting special educational needs and classroom management techniques. Lecturers agree that CPD in learning and teaching is very important but the research data show lack of meaningful engagement with the training options currently available. Recommendations are made to colleges to increase the practical and vocational focus and content of teacher training for lecturers whilst acknowledging the importance of allowing novice practitioner status. The requirement for access to high-quality, valid and targeted CPD is highlighted, with lecturers acknowledging the importance of training and expressing the desire to engage with relevant courses in learning and teaching

This paper reports on the results of a research study conducted in two colleges of further education in Scotland and Wales. The aim of the study was to begin to understand the ongoing effects of initial lecturer education programmes. Using the accounts of respondent lecturers and detailed documentary analysis, an accurate picture of the professional learning provision in the two colleges and devolved sectors was constructed. The research found that induction practices, mentor support, model of initial lecturer education programmes and engagement with practice focused work based learning all had significant impacts on ongoing engagement with professional learning. The paper concludes with suggestions for practice related to the structuring of professional learning from induction to continuous career long provision.

This article details the findings of a research project that aimed to interpret and understand the experiences of further education lecturers as they undertook initial teacher education. Using rigorous methods grounded in hermeneutic phenomenology, the research situated in colleges in Scotland and Wales structured as two significant case studies, revealed that the 20 respondents had a reliance on both formal and informal mentoring from colleagues in developing their practice as lecturers. The support received from mentors supplemented the perceived deficiencies of formal training courses in preparing the respondents for supporting students with extended needs. The article analyses the relationship between formal university provided teacher education and the practicalities of supported work based practice. The research foregrounds UK further education as a suitable and internationally important model for the broader study of utilised methods of professional learning and the relationships between mentoring and prescriptive qualifications. The paper concludes by highlighting the importance of strengthening and developing mentoring and work based professional learning partnerships within colleges and foregrounds the pertinence of this in relation to the next phase of FE development in the UK.